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Notes for teachers

This is a problem-based unit that can take up to 2 weeks to finish if done within several 60-70 minute class periods.

Students will need access to a makerspace where they can get creative with a variety of different materials to create their models or prototypes.

Students are expected to choose a human-caused disaster and conduct their own deep dive with research. You will be a facilitator to this process.

List of Materials:

***Basic Makerspace materials, such as:

cardboard
popsicle sticks
fabric
rubber bands
plastic cups
net material
plastic bottles
any recyclable materials

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Standards

SCIENCE:

6.L2U3.11 Use evidence to construct an argument regarding the impact of human activities on the environment and how they positively and negatively affect the competition for energy and resources in ecosystems.

8.E1U3.8 Construct and support an argument about how human consumption of limited resources impacts the biosphere.

ELA:

LA8-RI-1

Focus Standards

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LA8-W-9

Focus Standard

Draw evidence from literary or informational texts to support analysis, reflection, and research.

EL Standard: The student will express his or her thinking and ideas by using expository writing, as demonstrated by writing simple reports, based on research, using topic sentences, main ideas, relevant facts, details, and concluding statements. (math, science, social studies)

Standards

SOCIAL STUDIES:

8.SP1.1 Analyze connections among events and developments in broader historical contexts.

8.SP1.3 Evaluate the significance of past events and their effect on students’ lives and society. 8.SP1.4 Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are historically significant.

8.G2.1 Examine impact of and responses to environmental issues such as air, water, and land pollution, deforestation, urban sprawl, and changes to climate.

8.G4.1 Take an active stance on a geographic issue reflecting its scale (local, regional, state, national, or global).

ENGINEERING:

MS-ETS1-1.

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2.

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3.

Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4.

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

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Objectives:

Your Environmental Masters of Disaster Team will choose an environmental disaster, analyze its effects, then engineer a method or prototype to solve the problem.

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Agenda (two weeks)

PBL Unit can be done once weekly for 9 weeks, or could be done over a two-week period in classes that are 60-70 minutes in length

For example, I did “STEAM Fridays” where we dedicated this day each week to STEAM.

My school also often did “STEAM Week” where we spent the entire week working on a project such as this.

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Intro/Driving Question/Opening

Introduction:

Our environment has been the victim of all sorts of attacks. Some of these attacks are natural such as hurricanes and earthquakes. However, there are attacks that are unnatural and human-made such as oil spills, explosions, and chemical spills. These attacks usually carry with them heavy price tags, as property and lives are damaged beyond full compensation and repair.

How could these environmental disasters have been prevented? Once they happen, what can be done to fix the problems they cause?

Your Environmental Masters of Disaster Team will choose an environmental disaster, analyze its effects, then engineer a method or prototype to solve the problem.

Show students the following video as a further introduction to the topic and possible choices:

25 Biggest Man Made Environmental Disasters Of History

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Driving Question

The Driving Questions will guide your research. Include answers to all of the questions in Google slides that your group can work on collaboratively. Please note that you will find and develop questions of your own during your research. You should be documenting and answering those as well as you progress through the investigation.
Progress through the Engineering and Design Process for STEAM to record your research and design ideas, making notes along the way as you collaborate with your team via Google slides.
During the timeline of the project, there will be specific checkpoints or due dates.
Prepare a digital multimedia presentation that shows and communicates your research and the engineering and design process, as well as your group’s creative design/idea (prototype) to share with the class.

DRIVING QUESTIONS: These are meant as ideas to spur your own inquiry:

***Decide within your STEAM team on roles for your team members.

What are some environmental disasters that have occurred throughout history?
Choose a disaster for your group to focus on~ Give a brief explanation of the environmental disaster event in history (What happened? When and where did it take place? What or caused the disaster? Be detailed!)
How has the condition of our environment changed in the past 100 years? What different types of energy do we use now as opposed to 100 years ago?
Explain the role that humans played in the creation of the disaster
Explain the event and its effects on the environment (humans, animals, plants, land, water, etc.)
How did we respond to the incident?
What have we learned from the incident? (Could it have been prevented? How? What should we do moving forward?)
Are there any special interest groups involved? What are their solutions or preventative measures to keep this from happening again?

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Hands-on Activity Instructions

Suggested group structure (3-5 students)

Step by step instructions:

ASK PHASE: Define the problem, and do background research:

Research and collect text evidence on your environmental disaster through inquiry and the formulation of your own driving questions that will evolve from your research. Please document your research in Google Slides for your group. ***You will turn in your ASK PHASE research for the first checkpoint/grade for this STEAM project.

***Collaborate with your teammates and post: your own questions, text evidence, quotes, facts, paraphrased ideas. Be sure to cite authors, publishers, dates of publication, and links to articles or resources.

ASK:

What is the problem--answer the Driving Questions and create your own questions
What have others done?
What are the limitations?
THIS MUST BE SCIENCE-BASED!!!

IMAGINE PHASE: Brainstorm solutions:

Think about your group’s different environmental disaster solution design ideas. What problems need to be solved in order to engineer your design? Continue to document your team’s thinking within your Google slides. Include sketches, Tinkercad designs, etc. Answer the following questions:

IMAGINE:

What are some solutions?
Brainstorm ideas (each member of group)

PLAN PHASE: Choose an idea and specify requirements:

Now your group will choose their best idea and utilize technology to “sketch” out a diagram or model of that idea. (floorplanner.com or tinkercad.com) Make a list of materials necessary to complete your prototype. Incorporate your diagram/plan into your Google slides.

PLAN:

Choose an idea
Diagram/sketch
Materials list

CREATE PHASE:

Do development work and create your prototype, then communicate your process and project (choose a method via technology):

Build your design utilizing your materials-- translate these materials to what they would be in the real world (ex. Popsicle sticks=steel beams). Test out your model.

CREATE:

Follow your plan and create it
Test it out!
Take pictures

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Hands-on Activity Instructions

Continued from previous slide~

IMPROVE PHASE:

Decide with your team what improvements need to be made on your model.

IMPROVE:

Talk about what works, what doesn’t, and what could work better
Modify your design to make it better
Test it out!
Take pictures

Upload your pictures to your slides!!!

COMMUNICATE PHASE:

Showcase your STEM Engineering and Design Process (ASK, IMAGINE, PLAN, CREATE, IMPROVE, COMMUNICATE--(This should include a Works Cited) through a multimedia presentation (see below)

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Assessment

Multimedia Presentation Expectations & Rubric:

Create your multimedia presentation (I am open to many options for this) by including your research based on the Driving Questions.

All Driving Questions, your Engineering & Design Process notes, plus additional inquiry questions that you generated and the research

you found should be addressed and incorporated into the presentation.

***Be sure that all members of your STEAM group are involved! We will assign roles.

Above all, Be Creative! You will be evaluated on the following:

Showing skill in asking open-ended questions that lead to the generation of original ideas.
Asking, “Is my idea really new?” Clearly explain information you acquired from researching precedents (solutions that have already been tried)
Making revisions that significantly improve the quality of ideas--improve on what you already have before making your finalized project
Working collaboratively with others. Communicating ideas and feedback to others effectively; often making connections between and building upon others’ ideas to generate new and unique insights.
Being highly reflective and showing a strong capacity for self-critique.

For your final project, include ALL research to explain the choices you made in your design. Remember to infuse your presentation with your thoughts originating from the Driving Questions and how you incorporated them into your design.

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Assessment

Environmental Masters of Disaster Rubric

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Differentiation

Cause and Effect Graphic Organizer–Students will determine causes of man-made environmental disasters and the after effects.

Problem and Solution Graphic Organizer–After students determine causes and effects, they will analyze the problems caused and brainstorm possible solutions.

Check in with students as they are working to ensure they are on the right track.

Remediation

Extension/Enrichment

Virtual Field Trip: Palo Verde Nuclear Plant~ https://www.ans.org/nuclear/navigatingnuclear/virtualfieldtrips/